The Relationship of Classroom Management Styles with Achievement Motivation and Self-Directed Learning among Graduate Students of University of Sistan and Baluchestan, Iran

AUTHORS

Eisa Asgari 1 , naser nastiezaie 2 , * , Abdolvahab Poorgaz 3

AUTHORS INFORMATION

1 MSc Student, Department of Education, School of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran, Iran

2 Assistant Professor, Department of Planning and Educational Administration, School of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran, Iran

3 Associate Professor, Department of Education, School of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran, Iran

ARTICLE INFORMATION

Strides in Development of Medical Education: 13 (3); e57843
Published Online: August 31, 2016
Article Type: Research Article
Received: July 09, 2017
Accepted: April 02, 2016

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Abstract

Background & Objective: Achievement motivation and self-directed learning can be affected by various factors, including classroom management styles. This study aimed to investigate the relationship between classroom management styles and achievement motivation and self-directed learning in graduate students of the University of Sistan and Baluchistan, Iran.

Methods: This descriptive-correlation study was conducted through regression analysis. From among all graduate students of the University of Sistan and Baluchestan, 323 students were selected and studied in October 2015. The study tools consisted of Martin and Baldwin’s Class Management Styles Questionnaire (1998), Fisher’s Self-directed Learning Readiness Scale (SDLRS) (2001), and Hermans’ Achievement Motivation Scale (1977). To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software.

Results: Mean score  of the non-interventionist, interactionist, interventionist, achievement motivation, and self-directed learning styles were 2.73 ± 0.517, 2.77 ± 0.527, 2.86 ± 0.435, 2.74 ± 0.406, and 3.28 ± 0.311, respectively. The correlation coefficients of the non-interventionist style with achievement motivation and self-directed learning were, respectively, 0.077 and 0.035 (P > 0.05). The correlation coefficients of the interactionist style with achievement motivation and self-directed learning were, respectively, 0.644 and 0.591 (P < 0.01). The correlation coefficients of the non-interventionist style with achievement motivation and self-directed learning were -0.436 and -0.408 (P < 0.01), respectively. According to the results of regression analysis, interactionist and interventionist styles explained 56.4% of the variance in achievement motivation and 48% of the variance in self-directed learning (P < 0.01).

Conclusion: Achievement motivation and self-directed learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style.

Keywords

Classroom management styles Achievement motivation Self-directed learning

© 2016, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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